A. Anticipation Activities 1. Picture Walk ( Comprehension) R.L 2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
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Before starting to read Jumanji I would take a picture walk through this book with the class. I would use the Web 2.0 tool SmileboxSmileBox. We would look at all the pictures in the book in order and make predictions about the text. Each student will have an opportunity to give their predictions. This will help give students a look at the text that we are about to read out loud and it will help them make predictions as we read. 2. Vocabulary Flashcards(Vocabulary) R.L 3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Before we read the book I will introduce to my students some vocabulary words they will encounter throughout the reading that they may be unfamiliar with. To introduce the words I will have students create flashcards on Quizlet to familiarize themselves with the words. The students can match pictures with the vocabulary words as well as come up with a sentence using the vocabulary word. After making the flashcards on the quizlet they can then play the game scatter or space race to become more familiar with the words and definitions as well.Then I will print out the flashcards for each student so they can refer to them throughout the reading. This will help them learn the vocabulary words and their meaning. Flashcards 3. Feelings Brainstorm (Vocabulary)
Wis R.L 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
In this final anticipation strategy, students are asked to think about different emotional feelings a person may have. I will explain to the students that in the book the main characters go through a number of different emotions throughout the story. I will ask them of different emotions they have experienced. They will then turn to a partner and together brainstorm a list of emotions. After a few minutes, everyone will share their answers. We will add the emotions to the Kidspiration Web. This activity is a great way to get students participating in classroom discussion and activating prior knoweldge related to the story we are about to read. I will ask the students to pay attention to the emotions they see in the story. Whether it be in the words or in the pictures.
B. Building Knowledge Activities
1. Cause and Effect ( Comprehension) · W R.L 2.3 Describe how characters in a story respond to major events and challenges.
After reading through the story with my students I will ask them to recall the events that happened during the game. Students will do this by using a cause and effect web. The students will recall the cause from the text and then fill in the effects that resulted from the cause. This is helping students to recall events that took place in the story and the results.
2. Strong Verbs ( Vocabulary, Phonics)
· W R.L.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
This activity will take place after the class has taken a picture walk of the text, read the entire story, and discussed it briefly. First I will have each student work with a partner and have them come up with some verbs “boring verbs.” Then together they will look in the text to find words that the author used known as “strong verbs” that made the story more interesting and captivating to the reader. Then we will come together as a class and share what the groups came up with. We will add the boring verbs to that section of the chart. We will review why these are labeled “boring verbs” and discuss this as a class. Next we will review the “strong verbs” the students found within the text and discuss why the other chose to use this verb rather than one of the boring verbs. We will continue discussing this as a class and review using “strong verbs” so the students become familiar with them and can later on use them in their own writing.
3. Using Strong Verbs Voicethread ( Fluency, Phonics)
Wi R.L 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
This activity will build off of the previous activity we did in class, which had the students focus on using strong verbs. I have created a Voicethread on Expression using Verbs. I used the phrase from the book Peter scrambled out, ran from the bedroom, and slammed the door behind him. The students are then asked to find another phrase from the book that uses a strong verb and practice saying the phrase. They will then record their phrase on the voicethread. This helps students recognize the use of strong verbs in the text as well as improves their fluency.
C. Consolidation Activities
1. Jumanji Quiz (Comprehension)
· W R.L 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Jumanji Quiz
With this activity I will have my students take this quiz to assess their comprehension of the story we have read and discussed as a class. This quiz is helpful to get an idea of what the students understand and comprehended from the story and areas we still need to work on and review. If my students get a question wrong I can have them explain why they chose the answer they did and then have them look in the story to see where the correct answer is. Then have them briefly discuss with me about the correct answer.
2. Writeboard Activity ( Comprehension)
R. L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
In this activity students are given a prompt to write about that concerns wit the story and connection to their everyday life. The students are asked to use their knowledge of the story and the events that took place in the story. They can are asked to write their own version of the story practicing using strong verbs which we have discussed thoroughly in class. I created the activity on Whiteboard. This activity gets my students to make connections to the story and practice using the verbs we discussed as well as practice their writing skills. This shows the comments of other classmates and we can use this as a tool to guide our discussion in class. It is a great way for students to practice writing and share their own personal ideas.
3. Glogster ( Comprehension) R.L 2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Glogster With this activity I will have my students creating a glog. It is a poster that they can create to share and present to the class. I will have my students create their own glog and have them tell their favorite part of the story, as well as the main message they got out of the book. They can include texts as well as images and pictures. The students will then present them to the class and share their favorite part of the story. This helps me assess their comprehension and what they learned from the story. It is a really fun and creative activity to assess their comprehension and give them a chance to display their favorite part of the book.
Assessment of Student Learning
1. I will assess my students on participation and completion of the activities. I will assess them on completion, creativity, and how much thought they put into the activity, as well as partner participation. 2. The students will also be assessed on their writing. They will be assessed with completion of the writing, attention to grammar and sentence structure, as well as complete thoughts. I will pay attention to their own creative ideas they add to the writing and how they use the knowledge gained from the book to help guide them throughout the learning. 3. They will be assessed on their knowledge of strong verbs that we have discussed. Whether they can tell the difference between a normal verb and a strong verb, why they are used in storys to captivate the reader, as well as how they incorporate them into their own writing. 4. I will assess my students on all the activities to get an understanding of what they have gained from the lesson, what they are unclear about, and the main points and topics we have discussed throughout the book and lesson.
By: Chris Van Allsburg
ABC Story Book Activities
By : Rachel Witt
A. Anticipation Activities
1. Picture Walk ( Comprehension)
R.L 2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Before starting to read Jumanji I would take a picture walk through this book with the class. I would use the Web 2.0 tool SmileboxSmileBox. We would look at all the pictures in the book in order and make predictions about the text. Each student will have an opportunity to give their predictions. This will help give students a look at the text that we are about to read out loud and it will help them make predictions as we read.
2. Vocabulary Flashcards (Vocabulary)
R.L 3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Before we read the book I will introduce to my students some vocabulary words they will encounter throughout the reading that they may be unfamiliar with. To introduce the words I will have students create flashcards on Quizlet to familiarize themselves with the words. The students can match pictures with the vocabulary words as well as come up with a sentence using the vocabulary word. After making the flashcards on the quizlet they can then play the game scatter or space race to become more familiar with the words and definitions as well.Then I will print out the flashcards for each student so they can refer to them throughout the reading. This will help them learn the vocabulary words and their meaning.
Flashcards
3. Feelings Brainstorm (Vocabulary)
Wis R.L 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
In this final anticipation strategy, students are asked to think about different emotional feelings a person may have. I will explain to the students that in the book the main characters go through a number of different emotions throughout the story. I will ask them of different emotions they have experienced. They will then turn to a partner and together brainstorm a list of emotions. After a few minutes, everyone will share their answers. We will add the emotions to the Kidspiration Web. This activity is a great way to get students participating in classroom discussion and activating prior knoweldge related to the story we are about to read. I will ask the students to pay attention to the emotions they see in the story. Whether it be in the words or in the pictures.
B. Building Knowledge Activities
1. Cause and Effect ( Comprehension)
· W R.L 2.3 Describe how characters in a story respond to major events and challenges.
After reading through the story with my students I will ask them to recall the events that happened during the game. Students will do this by using a cause and effect web. The students will recall the cause from the text and then fill in the effects that resulted from the cause. This is helping students to recall events that took place in the story and the results.
2. Strong Verbs ( Vocabulary, Phonics)
· W R.L.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
This activity will take place after the class has taken a picture walk of the text, read the entire story, and discussed it briefly. First I will have each student work with a partner and have them come up with some verbs “boring verbs.” Then together they will look in the text to find words that the author used known as “strong verbs” that made the story more interesting and captivating to the reader. Then we will come together as a class and share what the groups came up with. We will add the boring verbs to that section of the chart. We will review why these are labeled “boring verbs” and discuss this as a class. Next we will review the “strong verbs” the students found within the text and discuss why the other chose to use this verb rather than one of the boring verbs. We will continue discussing this as a class and review using “strong verbs” so the students become familiar with them and can later on use them in their own writing.
3. Using Strong Verbs Voicethread ( Fluency, Phonics)
Wi R.L 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
This activity will build off of the previous activity we did in class, which had the students focus on using strong verbs. I have created a Voicethread on Expression using Verbs. I used the phrase from the book Peter scrambled out, ran from the bedroom, and slammed the door behind him. The students are then asked to find another phrase from the book that uses a strong verb and practice saying the phrase. They will then record their phrase on the voicethread. This helps students recognize the use of strong verbs in the text as well as improves their fluency.
C. Consolidation Activities
1. Jumanji Quiz (Comprehension)
· W R.L 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Jumanji Quiz
With this activity I will have my students take this quiz to assess their comprehension of the story we have read and discussed as a class. This quiz is helpful to get an idea of what the students understand and comprehended from the story and areas we still need to work on and review. If my students get a question wrong I can have them explain why they chose the answer they did and then have them look in the story to see where the correct answer is. Then have them briefly discuss with me about the correct answer.
2. Writeboard Activity ( Comprehension)
R. L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Writeboard Password: Reading
In this activity students are given a prompt to write about that concerns wit the story and connection to their everyday life. The students are asked to use their knowledge of the story and the events that took place in the story. They can are asked to write their own version of the story practicing using strong verbs which we have discussed thoroughly in class. I created the activity on Whiteboard. This activity gets my students to make connections to the story and practice using the verbs we discussed as well as practice their writing skills. This shows the comments of other classmates and we can use this as a tool to guide our discussion in class. It is a great way for students to practice writing and share their own personal ideas.
3. Glogster ( Comprehension)
R.L 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Glogster
With this activity I will have my students creating a glog. It is a poster that they can create to share and present to the class. I will have my students create their own glog and have them tell their favorite part of the story, as well as the main message they got out of the book. They can include texts as well as images and pictures. The students will then present them to the class and share their favorite part of the story. This helps me assess their comprehension and what they learned from the story. It is a really fun and creative activity to assess their comprehension and give them a chance to display their favorite part of the book.
Assessment of Student Learning
1. I will assess my students on participation and completion of the activities. I will assess them on completion, creativity, and how much thought they put into the activity, as well as partner participation.
2. The students will also be assessed on their writing. They will be assessed with completion of the writing, attention to grammar and sentence structure, as well as complete thoughts. I will pay attention to their own creative ideas they add to the writing and how they use the knowledge gained from the book to help guide them throughout the learning.
3. They will be assessed on their knowledge of strong verbs that we have discussed. Whether they can tell the difference between a normal verb and a strong verb, why they are used in storys to captivate the reader, as well as how they incorporate them into their own writing.
4. I will assess my students on all the activities to get an understanding of what they have gained from the lesson, what they are unclear about, and the main points and topics we have discussed throughout the book and lesson.